The aim of the present thesis is to investigate the implementation of intercomprehensive techniques as a method for language teaching. It is to be examined whether and to what extent prior language knowledge can be useful for the acquisition of a new, closely related language. For this purpose, an empirical investigation for the acquisition of receptive skills in Spanish and Portuguese was conducted at an Austrian high school, which was based on the intercomprehensive method EuroCom, a project for the promotion of European multilingualism. Therefore, the theoretical part of this paper focuses on the European discourse of multilingualism. Furthermore, the basic principles of the study of intercomprehension and intercomprehensive language acquisition are explained. In this regard, the conflict between intercomprehension and foreign language didactics is dealt with. The main part of the paper describes the conduction and evaluation of the empirical investigation. The results have shown that the students are able to acquire basic receptive skills in Spanish and Portuguese within a short time. In addition, the students became aware that their prior knowledge of Romance languages can facilitate the acquisition of languages of the same family. In the conclusion, the promotion of multilingualism through intercomprehensive methods is discussed and the advantages and disadvantages of the implementation of intercomprehension in foreign language teaching are demonstrated. In this context, it is indicated that the intercomprehensive approach is especially useful for tertiary language teaching.